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Art as Navigation and Documentation
Transcript of Art as Navigation and Documentation
viewed as distinct or limited to preconceived understandings of the visual art discipline.
Throughout the course, students should have the opportunity to make and appraise images and
objects growing from a range of media areas and a diversity of past and present contexts and
cultures. A body of work may include multimedia and cross-media areas. Media Areas Appraising and Annotating 1. The art and science of directing the movement of a vessel from one point to another
2. To follow a planned course on, across or through
3. To follow a planned course on, across, or through: navigate a stream
4. To plan, record and control the course and position of a ship or aircraft
5.To find a way through a place, or direct the course of something, especially a ship or aircraft, using a route finding system, e.g navigating by the stars
6. To make your way through something, usually with difficulty, e.g navigated through the crowd.
7. To move between different areas of a website by using the links provided in it. In this unit you have been asked to find a personal focus which will help you successfully navigate your way through this unit to ultimately produce a body of work.Like any explorer you need to choose a destination, research and survey the terrain before you, plan the best course through the visual problem, select the materials and techniques that you will use ultimately reaching the final destination which is your own unique body of work.
You will be using the Inquiry Learning Model to guide you through this journey.
Work across all four stages of this model simultaneously. Research... artists and inspirations to build your connection and understanding of the concept. React to a variety of stimuli by defining, identifying,listing, appreciating, assessing, sketching, investigating & constructing Develop... finding a personal focus to the concept. Generate solutions to art problems by classifying, comparing/contrasting, analysing, interpreting, synthesising, justifying and evaluating Resolve... finding a cohesive pathway to produce a body of work. Communicate individual ideas as visual, written and or spoken responses by analysing, justifying, expounding, constructing, concluding, inferring, evaluating and synthesising. Reflect...questions, considerations and challenges to ensure you are on the right path. Thoughtfully consider information and ideas, media techniques, reflecting,assessing & criticizing Write and consider the following definitions of "Navigation"... circle key words and make notes of interest. What does art as Navigation & Documention mean? Write and consider the following definitions of "Documentation"... circle key words and make notes of interest. 1. The documents that are required for something, or give evidence or proof of something: I couldn't enter the country because I didn't have any necessary documentation
2. The art of recording something in a document; the state of being recorded in a document: the documentation of an agreement. Synonyms: (document) certificate, charter, deed, form, instrument, licence, paper, policy, licence, record, report. Research, document and annotate artist/s for each of the following contexts... Historical contexts Immants Tillers
Sydney Nolan Geographical/Environmental context Tim Storrier
Jason de Caires Taylor
Land artists like Robert Smithson Personal Context Rosella Namok
Kathryn del Barton Cultural Context Denis Nona
Papunya Tula Artists:Paddy Bedford, Rover Thomas &
Emily Kane Kngwarreye
Introductory Making Task Navigate your immediate surroundings using your hand and eye coordination.
Document what you see using the blind contour drawing technique.
Draw the room around including the people and objects in it.
Start with a line drawing in pen or pencil
Build on your original navigation and documentation using a range of drawing materials and collage materials Artists explore both Actual and Psychological terrain in their art. They explore these locations and destinations through a range of approaches, media and can be connected with a range of different contexts. Concepts are broad organisers that direct student learning and integrate making and
appraising. Teachers present a concept to engage students in learning experiences that allow them to develop their own focuses. Contexts are frames of reference that inform the concepts and focuses, allowing intended and
suggested meaning to evolve. These contexts include, but are not restricted to, historical,
geographical, sociocultural, technological, philosophical, spiritual, political and personal
perspectives. 2D Media Drawing
Photographic art 3D Media Installation
Wearable art &body adornment Design & Illustration Product design
Built, public and environmental design
Costume and stage design
Design & illustration
Cross-arts events You may see, express or investigate traditions, historical events, certain time periods (inventions, movements, language, behaviour, beliefs etc) from a historical context. Artists who work with this context: You may see, express or investigate the weather, land formations, light and colour, ecology, flora and fauna, sustainability and other environmental issues including global warming, pollution and soil erosion. This context could be of the imagination or dream world. Artist who work from this context include: You may see, express and investigate dreams, feelings, memories, home, personal place and space, journeys, discoveries, lessons, family, friends and relationships Artists who work with this context include: You may see, express or investigate cultural traditions or customs, symbolism, patterns, food, dance, language, dress, behaviour, beliefs, femininity and masculinity, music Artist who work with this context include: